Education Studies

The Department of Education Studies strives to help individuals become thoughtful, critical and student-centered educators. We depend on the knowledge, experience and scholarship of our program faculty, who are themselves teachers/learners/leaders, to help our students make connections between the Quaker and liberal arts traditions, multicultural and global perspectives and the worlds of elementary and secondary schools.

The primary goal of the program is to develop educators who are grounded in the liberal arts, self-confident, inquisitive, ethical and reflective in their practice. We seek to develop prospective teachers committed to and capable of constructive action in contemporary society. In preparing students to assume professional roles in schools, the program emphasizes understanding educational issues from a global perspective using ethnographic observation, constructivist practices and action research to discover how people learn and how schools and other educational settings are made effective.

Throughout the program, faculty and students work together in interactive learning experiences in the college classroom and in the field, incorporating practical application with theoretical discussion and exploration. Small classes and close, one-on-one mentoring relationships are a unique and integral part of the program.

Other central components of the program include the cross-cultural internship and inquiry, often in another country, through which students develop insight into their own and others’ cultural lens. The capstone experience which occurs after student teaching is another central component of the program. In Capstone teaching candidates reflect on their student teaching experiences grounding their theoretical, philosophical and practical insights and exploring the possible leadership roles that they may take in the future. Close faculty and student relationships are sustained through, peer group learning, field supervision and our personalized advising system.

Degrees Offered

The Bachelor of Arts degree is offered in education studies. The Bachelor of Science degree is offered in comprehensive secondary science education.

Note: For secondary majors, 420/440 is only offered in the fall; for elementary majors 410/440 is offered both semesters.

Students are encouraged to begin a licensure program by the time they have 16-20 credits, approximately the second semester of their first year. With careful planning and advising, students can meet the requirements for graduation and the state’s requirements for a “highly effective” teacher license in four years.

Students must apply to their chosen licensure program (at a minimum of) the semester prior to enrollment in EDUC 312, 313 (secondary and comprehensive programs) or 307, 308, 309 (elementary education program).

In order to be accepted into a teacher licensure program, students must meet the following requirements:

have three recommendations mailed directly to the education studies administrative assistant: one from an education studies professor, one from a professor in their second major (or a science department for students majoring in secondary science education) and one from someone – not a friend or family member – who can, ideally, speak to their potential as an educator.

pass PRAXIS I prior to being formally admitted to the education program, unless they meet one of the following exemptions: SAT scores above 1100 (old test) or ACT score above 24; licensure only candidates are exempt from PRAXIS I if their cumulative GPA from their first bachelor’s degree is 2.5 or above;

achieve a grade of C or above in each of at least six four-credit courses in their education major;

for secondary English and social studies and comprehensive French and Spanish licenses, earn a C or above in at least 24 hours in their second major;

clear a criminal background check

have a cumulative GPA of 2.75 or greater

“Licensure only” candidates must have a Guilford cumulative GPA of 2.75 or greater

Enrollment in the College does not guarantee acceptance into the program.

There are other licensure requirements specified by the North Carolina Department of Public Instruction (NCDPI) prior to the final granting of a “highly effective” North Carolina teaching license (which is reciprocal in most states). These requirements do change. The Department of Education Studies intentionally keeps students informed on state and national policies that affect their eligibility for licensure and makes the appropriate accommodations in the program.

All licensure candidates must take PRAXIS II in their content area (elementary education, social studies, English, comprehensive science) or the equivalent test in Spanish or French in order to achieve licensure. Candidates in each of these programs who do not pass PRAXIS II will have to retake the test. All candidates must have a grade point average of 2.50 or greater upon completion of their licensure coursework to earn a “highly effective” license in North Carolina. These are state rules.

We must receive a candidate’s passing scores from PRAXIS II before licensure paperwork is submitted to the State. Students may graduate from Guilford with a major in education studies, but paperwork for licensure will not be sent until PRAXIS II is passed and the final GPA is 2.50 or above.

All candidates in each licensure area will need to be proficient in every element of each standard on the 21st Century Professional Teaching Standards rubric before they will be recommended for licensure by Guilford College.

A double-major in education studies and a second (any) disciplinary major is required.

MATH 103

Math for Elementary School Teachers - 4 credits

An HP course with an HIST prefix - 4 credits

EDUC 306

Processes in Teaching Elementary School Science - 4 credits

EDUC 307

Literacies Across the Curriculum - 4 credits

EDUC 308

Internship in Leadership, Collaboration and Community - 4 credits

EDUC 309

Planning for Teaching and Learning - 4 credits

Note: EDUC 307, 308 and 309 are co-requisites and must be taken together. EDUC 306, 307, 308 and 309 are offered in the evening during the fall semester and during the day in the spring semester. Students in this section are required to spend two full days a week in a public elementary school classroom.

Education Studies Minor

The education studies minor helps students achieve knowledge and abilities important to citizens and parents, policy-makers in the work-place and creators of learning/teaching activities. Students develop habits of mind valuable in many professions and areas of responsibility. Through the minor students are able to explore the possibility of education as a profession and bring closure to that work without commitment to licensure. Most importantly, they create a reflective framework for their own education.

Examples of possible directions for an education studies minor: A history major interested in museum education would take the minor and do the final internship in a museum, either here or abroad. A science major interested in environmental education would take the minor and do her/his final internship in an environmental education center, here or abroad.

The minor in education studies is not available to education studies majors.

The minor requires a minimum of 16 credit hours (four courses).

EDUC 201

Education Inquiry: First Tutorial - 4 credits

EDUC 202

Education Inquiry: Second Tutorial - 4 credits

EDUC 203

Contemporary/Historical Issues in Education - 4 credits

EDUC 302

Field Study in Cross-Cultural Education in United States - 4 credits

Total credit hours required for education minor – 16 credits

Education Studies at Guilford

In the Guilford College Department of Education Studies, we envision an end to out-dated, teaching techniques; our graduates are well prepared to be agents of change, focusing on creating child-centered environments that place the needs of the student learner at the forefront.

Guilford students develop a repertoire of teaching approaches, enlightened but not confined by developmental perspectives; they learn to attend to the processes of learning as much as the quality of their students’ products and performance. Teaching should always begin with understanding who the student is.

In both our coursework and our field placements, we recognize that in order to become agents of change, teachers must assume the role of active ethnographers within the classroom or school, acknowledging that finding the “right” way to teach must be based on careful observation, inquiry and analysis of context.

All students do a cross-cultural education internship, often during a semester abroad. Internship locations have included Japan, London, Ghana, China, Italy and various locations throughout the United States. Locally, students have opportunities to work Hispanic, Montagnard-Dega and other populations. Our students come to understand themselves as global citizens who must seek insight into all cultures and voices in order to meet the needs of diverse learners.

Every student who graduates from our program has completed at least 100-150 hours of internship prior to their student teaching. Public and private school administrators comment that our graduates are among the best prepared teachers they hire. They have been cited for their intelligence, ethical behavior, creativity, community-building skills, ability to meet the needs of all learners and confidence.

Fields in Education

Students interested in careers in education, (teaching in K-12 settings; preparing for school administration or counseling; or moving into higher education leadership) will fulfill the requirements for securing the chosen certification area or for entering the preferred graduate school. Students in education studies complete double-majors (one in education studies and one in another of their choice), providing them with specialized courses, interdisciplinary knowledge and skills that better prepare them for entering the teaching profession or for acquiring the background needed for graduate study.

Students seeking teaching certification in a selected area: elementary education K-6; secondary English; secondary social studies; Spanish K-12; French K-12; and possible secondary science will complete the courses and field work needed to secure a “highly effective” North Carolina teaching license. Students in education studies may also simultaneously earn endorsements in other content areas. After completion of their undergraduate degree in education and the necessary paperwork, education studies majors are eligible to teach in public schools in NC and most other US states with the desired North Carolina teaching license.

Students interested in school administration, counseling, or higher education leadership will gain the background that prepares them for obtaining advanced degrees and/or certifications needed to pursue their chosen profession. Education studies advisors provide detailed information on various careers, as well as on certification requirements and application assistance for graduate school. Also provided, are financial aid information; as well as study sessions and materials for state required Praxis tests associated with the various certification areas. Over 90% of our students are hired to teach within one semester after graduation, and 100% have gotten into the graduate programs of their choice.

Individuals who hold a bachelor’s degree from a four-year, regionally accredited college or university may complete teaching licenses in each of the six licensure tracks. Licensure only students typically complete just the courses listed for an education student’s major; however, additional coursework may be required. For licensure only in secondary or K-12 licensure areas, if the first degree is not in English, history, Spanish, French or one of the required science content areas, the additional coursework may be extensive. Decisions about which courses are required are decided at the departmental level for each subject area. These decisions are individualized based on each candidate’s academic transcript and North Carolina state licensure requirements.

Licensure only students are exempt from PRAXIS I if their cumulative grade-point average for their first bachelor’s degree is 2.50 or greater.

Licensure only secondary social studies students may need to take HIST 400 at Guilford College in order to meet state standards. Other courses may be required depending on the transcript. Each student’s requirements are considered individually by the Department of History in relation to state licensure requirements.

Licensure only secondary English students may need to take ENGL 300 or above at Guilford College in order to meet state standards. If the previous degree is more than five years old, the Department of English strongly recommends ENGL 200: Introduction to Literary Studies in addition to the ENGL 300 or above requirement. Finally, students are required to take ENGL 380 or have the equivalent. Each student’s requirements are considered individually by the Department of English in relation to state licensure requirements.

Licensure only secondary science students take specific mandated content courses in science, along with all secondary education requirements. Upon successful completion of all requirements, successful candidates will be eligible for the education comprehensive secondary science licensure.

Students who complete an approved teacher licensure program can then have their licenses endorsed to teach in additional content areas. Requirements for endorsements are having 1) earned a “highly effective” teaching license, and 2) a minimum of 24 credit hours in a content area which is taught in the schools with a grade in each course of at least a C (no C-s). The endorsement may be added to the initial license at the time of application for the initial license. Endorsements are for teaching at all grade levels, K-12, in the specific endorsement area.

For instance, if an individual was obtaining a “highly effective” elementary licensure and had completed 24 credit hours in history with the grade of C or above, they would qualify for a K-12 history endorsement. This type of endorsement would allow them to teach history content courses in middle and high school.

“Highly effective” licensure can be transferred to another state. However, endorsements do not transfer out of North Carolina.